Abstract
In this article, we connect with recent attempts to rethink management learning as an embodied and affective process and we propose walking as a significant learning practice of a pedagogy of affect. Walking enables a postdualist view on learning and education. Based on course work focused on urban ethnography, we discuss walking as affect-pedagogical practice through the intertwined activities of straying, drifting and witnessing, and we reflect upon the implications for a pedagogy of affect. In conclusion, we speculate about the potential of a pedagogy of affect for future understandings and practices of management learning.
Original language | English |
---|---|
Journal | Management Learning |
Volume | 52 |
Issue number | 2 |
Pages (from-to) | 224-242 |
Number of pages | 19 |
ISSN | 1350-5076 |
DOIs | |
Publication status | Published - Apr 2021 |
Bibliographical note
Published online: December 22, 2020.Keywords
- Affect
- Creativity
- Drifting
- Ethnography
- Management learning
- Space
- Straying
- Walking
- Witnessing